Koklear implantlı okul öncesi çocukların işitsel muhakeme becerileri ile bilimsel süreç becerilerinin incelenmesi
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Dosyalar
Tarih
2020
Yazarlar
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Yayıncı
Ege Üniversitesi, Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışmada, koklear implantlı okul öncesi çocukların alıcı- ifade edici dil, bilimsel süreç, işitsel muhakeme ve işlem becerilerinin değerlendirilmesi amaçlanmıştır.
Yöntem: Çalışmaya, Ege Üniversitesi Hastanesi Kulak Burun Boğaz Anabilim Dalı’na başvuran, 60-72 ay arası 20 Kİ’lı çocuk (deney grubu) ve bu çocuklarla göre eşleştirilmiş, anasınıfına devam eden 20 Nİ çocuk (kontrol grubu) dahil edilmiştir. Deney ve kontrol grubunun alıcı-ifade edici dil becerileri Türkçe Erken Dil Gelişim Testi (TEDİL), bilimsel süreç becerilerini Okul Öncesi Dönem Bilimsel Süreç Beceri Testi (BSBT) ve işitsel muhakeme-işlem becerileri Selçuk İşitsel Muhakeme- İşlem Becerileri Testi (SİMİBT) kullanılarak değerlendirildi.
Bulgular: Çalışmamıza 20 kız, 20 erkek olmak üzere toplamda 40 çocuk dahil edildi. Koklear implantlı çocukların yaş ortalaması 67.10±3.94 ay ve normal işiten çocukların yaş ortalaması 67.70±4.14 aydı. Gruplar arasında alıcı dil ve ifade edici dil puanlarında, SİMİBT Genel Bilgi, Analojik Tamamlama, Nedensel Muhakeme alt testlerinde ve SİMİBT toplamda, ve BSBT Ölçme alt testi puanında istatistiksel olarak anlamlı düzeyde farklılık bulundu. Kİ olma yaşına göre incelendiğinde; TEDİL ve SİMİBT sonuçlarında anlamlı bir fark bulunmazken, sadece BSBT Ölçme alt testi puanında 12-24 ay arasında Kİ olan çocuklar lehine anlamlı bir farklılık elde edildi. Cinsiyetin TEDİL testinde Nİ grup lehine anlamlı farklılık gösterdiği; anne eğitim düzeyinin Kİ’lı çocukların BSBT Gözlem, Sınıflama, Tahmin Etme alt testleri puanlarında ve BSBT toplam puanında, SİMİBT Aritmetik Muhakeme alt testi puanında ve SİMİBT toplam puanında, alıcı dil-ifade edici dil puanlarında anlamlı bir farklılığa yol açtığı görüldü. Ayrıca uygulanan 3 test arasında pozitif yönde yüksek düzeyde ilişki olduğu bulundu. Sonuç: TEDİL, SİMİBT (Genel Bilgi, Analojik Tamamlama, Nedensel Muhakeme alt testleri ve toplam), BSBT (Ölçme alt testi) puanlarında Kİ’lı çocukların Nİ çocuklardan daha düşük performans sergiledikleri görüldü. 3 test arasındaki güçlü ilişkiye bakılarak bu becerilerin erken dönemde desteklenmesi çocukların ileri dönem akademik becerilerinin gelişmesinde etkili olacaktır.
Aim: This study aimed to evaluate the receptive language and expressive language, scientific process, auditory reasoning and processing skills of preschool children with cochlear implants. Method: In the study who applied to Ege University Otorhinolaryngology Department in the pre-school period (60-72 months), 20 children (study group) using a cochlear implant and matched with these kids by age and gender, continued kindergarten and 20 children (control group) with normal hearing participated. By applied to study group and control group Turkish Early Language Development Test (TEDIL) to evaluate the receptive language and expressive language skills, Pre-school Term Scientific Process to Skill Test to evaluate scientific process skills, Selçuk Auditory Reasoning and Processing Skills Test (SIMIBT) to evaluate auditory reasoning and processing skills. Results: 20 girls, 20 boys, 40 children in total participated in the study. The mean age of the group with a cochlear implant was ± 67.10 and the mean age of the children with normal development was ± 67.70 months. A statistically significant difference was found between the groups in the recipient language and expressive language scores, SIMIBT General Knowledge, Analogy Completion, Causal Reasoning subtests scores, and SIMIBT total score, BSBT Measuring subtest scores. There was no significant difference between the age of CI surgery and TEDIL and SIMIBT scores, but a statistically significant difference was found in BSBT Measuring subtest score in favor of children with a cochlear implant between 12-24 months. Gender showed a significant difference in favor of the normal hearing group in the TEDIL test; it was seen that the level of mother education caused a significant difference in the scores of children with cochlear implant in BSBT Observation, Classification, Guess subtests score, BSBT total score, SIMIBT Arithmetical Reasoning subtest score, SIMIBT total score, and receptive language and expressive language scores. It was also found that there was a high level of positive and a linear relationship between the 3 tests. Conclusion: It was observed that the group with KI performed lower than NI children in TEDIL, SIMIBT (General Knowledge, Analogy Completion, Causal Reasoning subtests and total), BSBT (Measuring subtest). Looking at the strong relationship between the 3 tests, supporting these skills early will be effective in the development of children’s advanced academic skills.
Aim: This study aimed to evaluate the receptive language and expressive language, scientific process, auditory reasoning and processing skills of preschool children with cochlear implants. Method: In the study who applied to Ege University Otorhinolaryngology Department in the pre-school period (60-72 months), 20 children (study group) using a cochlear implant and matched with these kids by age and gender, continued kindergarten and 20 children (control group) with normal hearing participated. By applied to study group and control group Turkish Early Language Development Test (TEDIL) to evaluate the receptive language and expressive language skills, Pre-school Term Scientific Process to Skill Test to evaluate scientific process skills, Selçuk Auditory Reasoning and Processing Skills Test (SIMIBT) to evaluate auditory reasoning and processing skills. Results: 20 girls, 20 boys, 40 children in total participated in the study. The mean age of the group with a cochlear implant was ± 67.10 and the mean age of the children with normal development was ± 67.70 months. A statistically significant difference was found between the groups in the recipient language and expressive language scores, SIMIBT General Knowledge, Analogy Completion, Causal Reasoning subtests scores, and SIMIBT total score, BSBT Measuring subtest scores. There was no significant difference between the age of CI surgery and TEDIL and SIMIBT scores, but a statistically significant difference was found in BSBT Measuring subtest score in favor of children with a cochlear implant between 12-24 months. Gender showed a significant difference in favor of the normal hearing group in the TEDIL test; it was seen that the level of mother education caused a significant difference in the scores of children with cochlear implant in BSBT Observation, Classification, Guess subtests score, BSBT total score, SIMIBT Arithmetical Reasoning subtest score, SIMIBT total score, and receptive language and expressive language scores. It was also found that there was a high level of positive and a linear relationship between the 3 tests. Conclusion: It was observed that the group with KI performed lower than NI children in TEDIL, SIMIBT (General Knowledge, Analogy Completion, Causal Reasoning subtests and total), BSBT (Measuring subtest). Looking at the strong relationship between the 3 tests, supporting these skills early will be effective in the development of children’s advanced academic skills.
Açıklama
Anahtar Kelimeler
Koklear İmplant, Okul Öncesi Çocuklar, İşitsel Muhakeme Becerileri, Bilimsel Süreç Becerileri, TEDİL, Cochlear implant, Pre-school Children, Auditory Reasoning Skills, Scientific Process Skills, TEDIL
